Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand
Loading...
Date
2014
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Massey University
Rights
The Author
Abstract
This is a single site qualitative case study to investigate how inclusion is understood, and put
into practice in one classroom within a school that has inclusive values. The focus classroom, Room
2, is a new-entrant/year one classroom. The participants included the principal, the class
teacher, the teacher aide, the ORS funded teacher, a child with high needs on the ORS scheme and
her mother and four peers from the class (ORS refers to the Ministry of Education’s “Ongoing
Resourcing Scheme” for students with ‘High and Very High Needs”). The study was guided by the
following research questions:
1. How is inclusion understood by the various participants?
2. What are the values and practices in the classroom and the wider school that are associated
with inclusion?
3. How do children experience a classroom that focuses on being part of an inclusive school
community?
Social constructionism was used as the theoretical framework to explore the participants’
understandings and experiences. Data were gathered through observations, semi-structured
interviews, and archival data. The emerging themes were identified and linked back to the research
questions.
The findings show inclusion was understood to be welcoming and teaching all children, not just
those with disabilities, reflecting the diversity with the wider community. The values and
practices associated with inclusion included building a sense of community, clear values, caring
relationships between children, staff and families and good collaborative practices. The children
experienced the classroom as a safe positive place, where they helped each other and enjoyed
learning. There were also some tensions between the values and practice identified that may
inadvertently contribute to students with disabilities being perceived as different.
Description
Keywords
Inclusive education, New entrant classroom, Primary school, New Zealand